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Slavin And Schunk 2021 Posit That Intentional Teachers Both Individ

Slavin and Schunk (2021) posit that intentional teachers, both individually and collaboratively, purposefully create ways to foster learning and to meet the needs of each one of their students. Watch the Ruby’s Inclusion Story video and discuss the parts of the video that were the most meaningful to you as a current or aspiring educator. Do you believe that inclusion was the right choice for Ruby? Why or why not? How is inclusion aligned with the learning theories or ideas we have covered in this course?

Use content from one or both of your textbooks to support the idea of inclusion. Finally, consider a biblical approach to educating learners with diverse needs or exceptionalities. Use scripture to support your discussion.

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In contemporary education, the emphasis on inclusion has become a cornerstone of educational philosophy, aiming to provide equitable learning opportunities for all students, regardless of their abilities or needs. The concept of inclusion is grounded in the belief that all students should be valued members of the classroom community, with access to meaningful instruction tailored to their individual strengths and needs. The video of Ruby’s inclusion story offers compelling insights into how inclusive practices can positively impact learners with exceptionalities and the educators who serve them. As an aspiring educator, witnessing Ruby’s experience underscores the importance of intentional planning and collaboration in creating an inclusive environment that fosters growth, confidence, and a sense of belonging for every student.

In the video, one of the most meaningful aspects was seeing how Ruby was supported by a team of dedicated educators who designed accommodations and modifications to facilitate her participation. This aligns with the principles of Universal Design for Learning (UDL), which advocates for designing flexible learning environments that accommodate diverse learners (Meyer, Rose, & Gordon, 2014). The proactive collaboration among teachers, specialists, and family exemplifies the intentionality emphasized by Slavin and Schunk (2021), highlighting that effective inclusion requires purposeful and coordinated efforts aimed at meeting individual needs.

Regarding whether inclusion was the right choice for Ruby, I believe it was a beneficial decision. Inclusion promotes social integration, reduces stigma, and enhances self-esteem for students like Ruby who gain opportunities to learn alongside their peers. The social model of disability and related inclusion theories suggest that barriers to learning often stem from environmental and attitudinal factors rather than the student's impairment alone (Oliver, 1990). Therefore, providing an inclusive setting allows students with exceptionalities to participate actively, develop social skills, and access the general curriculum, which aligns with the educational goal of developing the whole child.

From a pedagogical perspective, inclusion is aligned with constructivist theories of learning, such as those proposed by Piaget and Vygotsky. Vygotsky's concept of the Zone of Proximal Development (ZPD) underscores the importance of social interaction and scaffolding in learning (Vygotsky, 1978). Inclusive classrooms facilitate peer learning and collaborative strategies, allowing students to learn from and support each other, thus enriching their cognitive development. Moreover, Adler’s perspective on social interest emphasizes fostering community and mutual respect within classrooms (Adler, 1937), which are central to inclusive practices.

Content from the textbook “Educational Psychology” by Santrock (2020) supports inclusion by emphasizing differentiated instruction and multiple means of engagement, representation, and expression. These strategies ensure that all learners can access content in ways that match their unique learning profiles, promoting equity and success in the classroom. The principles of differentiated instruction are vital in applying inclusive practices effectively, ensuring that instruction is responsive to diverse learners’ needs.

Adopting a biblical perspective on education emphasizes the inherent worth and dignity of all students. Scriptures such as James 2:1 (“My brothers and sisters, believers in our glorious Lord Jesus Christ must not show favoritism”) remind educators to treat every student equally and with love. Furthermore, Galatians 3:28 states, “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ,” which encourages inclusivity and equality. These passages underscore the Christian responsibility to create classroom environments rooted in compassion, fairness, and respect for diversity. Incorporating biblical principles into educational practice fosters a spirit of servant leadership and humility, guiding teachers to advocate for all students, especially those with exceptionalities.

In conclusion, inclusion represents a vital strategy for fostering a supportive and equitable learning environment. The story of Ruby illustrates how intentional, collaborative efforts can transform the educational experience for students with exceptionalities, aligning closely with contemporary learning theories and biblical values. Educators who embrace inclusion not only enhance academic achievement but also promote social justice and biblical love, empowering students to reach their full potential in a caring and respectful community.

References

• Adler, A. (1937). Understanding human nature. Greenberg.
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
• Oliver, M. (1990). The politics of disablement. Macmillan Education.
• Santrock, J. W. (2020). Educational Psychology (6th ed.). McGraw-Hill Education.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Slavin, R., & Schunk, D. (2021). Educational Psychology: Theory and Practice. Pearson Education.
• Smith, K. (2015). Inclusive education: Strategies for including diverse students. Routledge.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
• Woolfolk, A. (2019). Educational Psychology (14th ed.). Pearson.
• Zehr, H. (2005). The Little Book of Restorative Justice. Good Books.